Multilingualism in the Classroom: Supporting Children to Thrive Across Languages

Across Greater Manchester, many children are growing up using more than one language. In some schools, multilingualism is the norm rather than the exception. Yet despite this, misconceptions about language development persist, and school staff are often faced with questions about whether learning more than one language might affect a child’s communication, learning or progress in English.

As a multilingual Speech and Language Therapist, this is a topic that is both professionally and personally important to me. Growing up, I used English at school and Bangla at home with my family. Like many multilingual children, I naturally moved between languages depending on who I was speaking to and where I was. Sometimes I would mix words from both languages in the same conversation or struggle to find a particular word in one language but not the other.

Looking back, this wasn’t confusion or evidence of a language difficulty. It was simply a normal part of being bilingual and using all the language tools available to me. Now, as a Speech and Language Therapist, I see the same patterns in many of the multilingual children I support. What can sometimes look unusual to adults unfamiliar with multilingual development is often a typical and positive part of learning and using multiple languages.

Home Languages Support English Development

One of the most common concerns raised by families is whether they should stop using their home language so their child can focus on learning English.

Parents often tell me they have heard advice from well-meaning friends, relatives or even professionals suggesting that speaking English at home will help their child succeed at school. As someone who grew up navigating both Bangla and English, I understand where these concerns come from. Families want to do what is best for their children.

However, research consistently shows that maintaining and developing a home language does not hinder English language development. In fact, strong skills in a child’s first language provide an important foundation for learning additional languages.

When parents communicate in the language they know best, they are able to provide richer vocabulary, more complex conversations, cultural knowledge and emotional connection. These interactions are far more valuable than asking parents to communicate in a language they may not feel confident using.

For schools, this is an important message to share with families. Children do not need to choose between languages. Supporting home language development and supporting English acquisition go hand in hand.

Understanding Typical Multilingual Development

Children learning English as an additional language may communicate very differently depending on the environment they are in.

I often meet children who are described as quiet or reluctant to talk at school, yet their parents report that they are highly verbal, sociable and confident at home. Without understanding what is happening across all of a child’s languages, it can be easy to draw inaccurate conclusions about their communication skills.

Many multilingual children:

• Mix languages within conversations.
• Switch languages depending on who they are speaking to.
• Understand more English than they initially speak.
• Appear quieter while they are learning a new language.
• Use gestures and other non-verbal communication alongside spoken language.

These behaviours are usually typical aspects of multilingual development rather than indicators of speech and language difficulties.

Schools may also observe a “silent period” when children first enter an English-speaking setting. During this time, children are often actively listening, observing and building their understanding of English before they feel ready to use it themselves. While this can sometimes be worrying for adults, it is often a normal stage of language learning.

Gathering Accurate Information from Families

One of the most important things schools can do is build a clear picture of a child’s language background.

When concerns about communication arise, understanding which languages a child uses and how they use them is essential. Unfortunately, this information is sometimes overlooked or gathered only superficially.

Useful questions include:

• Which languages are spoken in the home?
• Who speaks each language with the child?
• Which language does the child understand best?
• Which language does the child prefer to use?
• How does the child communicate with grandparents and extended family members?
• Have parents noticed any concerns across all languages, or only in English?

These conversations require sensitivity. Some families may feel embarrassed, judged or worried about admitting that little or no English is spoken at home. Others may have received messages that their home language is somehow less valuable or may negatively affect their child’s education.

Creating a welcoming environment and explicitly valuing multilingualism can help families feel comfortable sharing accurate information. Reassuring parents that their home language is an asset—not a problem—often opens the door to much more meaningful discussions about their child’s communication development.

When There Are Concerns About Speech and Language

Multilingual children can have Speech, Language and Communication Needs (SLCN), just like monolingual children. However, multilingualism itself does not cause speech and language difficulties.

A key principle for schools to remember is that underlying speech and language difficulties are typically evident across all of the child’s languages, not just in English.

This is why assessment should never rely solely on a child’s English language skills.

As Speech and Language Therapists, we need information about how a child communicates in every language they use. If parents are not confident communicating in English, or if detailed information is needed, appropriately trained interpreters play a crucial role.

Interpreters help ensure that assessments are accurate, that families can fully participate in discussions, and that important information is not lost through misunderstandings. Family members or siblings should not be expected to interpret, particularly when discussing developmental concerns or assessment findings.

Without information from a child’s home language, there is a risk that typical multilingual development may be mistaken for difficulty—or that genuine difficulties may be missed.

Classroom Strategies That Support Multilingual Learners

Many of the approaches that support multilingual children are simply examples of high-quality, inclusive teaching.

Some effective strategies include:

Use clear, concise language

Break instructions into smaller steps and avoid unnecessary language complexity.

Support language with visuals

Pictures, symbols, gestures, demonstrations and visual timetables can all help support understanding.

Pre-teach and revisit vocabulary

Children benefit from multiple opportunities to hear, use and revisit new words.

Allow processing time

Children learning through an additional language often need extra time to understand and formulate responses.

Check understanding actively

Ask children to demonstrate or explain their understanding rather than simply asking whether they understand.

Encourage different ways of participating

Children can contribute through drawing, practical activities, partner discussion and non-verbal responses as well as spoken answers.

Celebrate linguistic diversity

Acknowledging and valuing children’s home languages helps build confidence, identity and belonging.

Supporting Multilingual Children with SLCN

When supporting multilingual pupils who also have speech, language and communication needs, it can be helpful to remember the following principles:

• Multilingualism is not the cause of SLCN.
• Home language use should be encouraged, not restricted.
• Assessment should consider all languages spoken by the child.
• Interpreters should be used where needed to gather accurate information and support family engagement.
• Children’s strengths across all languages should be recognised and built upon.
• Support strategies should be tailored to the child’s communication needs while maintaining access to all of their languages.

Final Thoughts

My own experience of growing up using both Bangla and English has shaped how I understand multilingualism, both personally and professionally. I know first-hand the value of being able to communicate with family in one language while learning and thriving in another.

Every day, I see multilingual children successfully navigating multiple languages, cultures and identities. Their ability to do so is something to be celebrated.

By understanding multilingual development, working closely with families and ensuring assessments and support consider all of a child’s languages, schools can play a vital role in helping multilingual pupils develop confidence, communication skills and a strong sense of belonging.

Multilingualism is not a barrier to success. When supported appropriately, it is one of a child’s greatest strengths.